Preservice Teachers’ Readiness to Teach Reform-based Mathematics Standards: The Role of Beliefs
Keywords:
mathematics teacher education, beliefs, reform-based mathematics standards, preservice teacher beliefs, primary teachers, secondary teachersAbstract
Research has shown that teaching reform-based mathematics standards as intended often requires knowing how teachers’ knowledge and beliefs correspond to the principles informing standards' development. We examined survey (N = 244) and interview responses (n = 14) of preservice primary and secondary mathematics teachers to assess the strength of their beliefs regarding mathematics and mathematics instruction and their knowledge of reform-based mathematics standards in the United States. Results showed most preservice teachers did not have a thorough knowledge of reform-based mathematics standards. Additionally, no substantial correlations were found among preservice primary teachers' beliefs whereas some moderate correlations were found among preservice secondary teachers’ beliefs. This study highlights that teacher preparation programs working to improve mathematics instruction through reform-based mathematics standards might need to implement additional opportunities for preservice teachers to become acquainted with standards and to ascertain their beliefs in view of mathematics education reform.
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